BABSON COLLABORATIVE VISITING SCHOLARS
Annually, two educators from Babson Collaborative member schools will be invited to join Babson College as a visiting scholar. Babson Collaborative Visiting Scholars build teamwork and cross-school collaboration among faculty that results in academic research, case writing and other scholarship.
The appointment as visiting scholar will take place in a hybrid format. The maximum duration of the appointment is 15 weeks/one semester (most of which will take place remotely). Visiting scholars are required to complete a residency at Babson for approximately one month (minimum of three weeks).
The appointment as visiting scholar will take place in a hybrid format. The maximum duration of the appointment is 15 weeks/one semester (most of which will take place remotely). Visiting scholars are required to complete a residency at Babson for approximately one month (minimum of three weeks).
2023 Babson Collaborative Visiting Scholars
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Tiago Ratinho, PhD
Associate Professor in Entrepreneurship IÉSEG School of Management (France) Entrepreneurs are skilled at asking for what they need. Whether they are trying to acquire customers, secure funding, or getting others on board to help them, there is always an ask - a request for resources to advance the new venture idea. Thus, getting better at asking is crucial for aspiring entrepreneurs and must be part of every entrepreneurship education curriculum. Together with Heidi Neck, I developed a class exercise to train entrepreneurship students to dare asking. By breaking down immediate resource needs in concrete asks, students reflect about what exactly they need, whom they can ask it to, and how these asks should be executed. We’ve piloted the exercise twice, once with undergraduate students over a three hour class; and in a one hour session attended by the LaunchPad entrepreneurs. The exercise is accepted for publication in a forthcoming edited book “Ideation in Entrepreneurship Education: Process, Practice, and Mindset (Elgar Publishing, 2024). |
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During my five-week stay at Babson, I had the opportunity to live & experience daily life on campus and particularly within the Entrepreneurship Division. A shout out to Heidi Neck with whom I co-taught an undergraduate class on asking, and Smaiyra Million & Cindy Klein Marmer who gave me the opportunity to lead a session with the LaunchPad entrepreneurs. A special thanks to Jamie who went above and beyond to make sure I felt home at Babson.
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Christina Theodoraki, PhD
Associate Professor in Entrepreneurship & Strategic Management TBS Education (France) Today, one of the key challenges for entrepreneurship educators is to understand, engage with, develop, and sustain university-based entrepreneurial ecosystems. In my visiting position at Babson College, I had the opportunity to tackle this challenge by immersing myself in the Babson Academy community and exploring the Babson entrepreneurship education ecosystem. One of the ways I achieved these goals was through a guest lecture, titled "Why Do Entrepreneurial Ecosystems Matter for Entrepreneurship Educators: Connecting Your University's Entrepreneurial Ecosystem to Your Classroom." Additionally, I was involved in an exciting project focused on advancing the ongoing co-edited book with Heidi Neck and Bethlem Boronat, titled "Teaching Ideation in Entrepreneurship Education: Process, Practice, and Mindset". This book, written and edited by Collaborative members, holds great promise in the field of entrepreneurship education. |
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During my on-site visit to Babson College, I had the privilege of fully experiencing campus life and actively participating in Babson Academy programs, symposiums, conferences, and engaging with global entrepreneurship educators. This immersive experience was truly a dream come true, as it allowed me to fully embrace the Babson Philosophy and become part of the Babson Family.
I would like to express my heartfelt gratitude to Heidi Neck, Amir Reza, and Jamie Kendrioski for their warm hospitality and kindness during my time at Babson College. Their support and guidance were instrumental in making my experience memorable. I am also grateful to Lily Crosina for the coffee breaks we shared, which provided valuable opportunities to advance our research writing. Finally, I extend my thanks to all those who contributed to making this an incredible experience for entrepreneurial education and research. Your collective efforts have made a significant impact, and I am truly thankful for the opportunity to be a part of it.
I would like to express my heartfelt gratitude to Heidi Neck, Amir Reza, and Jamie Kendrioski for their warm hospitality and kindness during my time at Babson College. Their support and guidance were instrumental in making my experience memorable. I am also grateful to Lily Crosina for the coffee breaks we shared, which provided valuable opportunities to advance our research writing. Finally, I extend my thanks to all those who contributed to making this an incredible experience for entrepreneurial education and research. Your collective efforts have made a significant impact, and I am truly thankful for the opportunity to be a part of it.
2022 Babson Collaborative Visiting Scholar
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Colin Donaldson, PhD
Entrepreneurship Department Head EDEM Business School (Valencia, Spain) Global events that we currently face have disrupted much of what and how and in many respects the why of our teaching and learning. These novel challenges highlight the importance of context and emphasize the critical role that we as entrepreneurship educators assume in helping students to craft an entrepreneurial identity. This idea of context and entrepreneurial identity forms the basis of our research project that I was lucky enough to develop alongside Heidi Neck and Babson (a special mention to Eliana Crosina who has shared her vast amount of expertise in the area and Jamie who made me feel like just another member of the Babson team!) over the past five months. At Babson I had the pleasure to interact with many great minds and thought leaders, gaining first-hand experience of how Babson student entrepreneurs act, learn and build within their amazing Summer Venture Program. |
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We perceived identity as an extremely important concept for entrepreneurship education given that many educational programs find interest in changes in perception (for example of a student’s entrepreneurial capability) and motivation (for example the generation of an entrepreneurial intention) that are encouraged through experiential events.
Yet limited attention is devoted toward changes in how students self-categorize themselves in terms of their individual and social identities. A focus on the latter seems particularly valuable when taken into consideration with the effectuation theory of entrepreneurship. One of the initial questions before starting an entrepreneurial journey from an effectual perspective is how one defines themselves and therefore not only can an entrepreneurial identity be a helpful predictor of entrepreneurial behavior and other impact indicators but so too act as a beneficial tracking device for student progress in their decision about who they want to become.
Furthermore, the building of an identity is an important part of allowing students to be more entrepreneurial. Students will often undergo a process of identity construction that takes place over and throughout time whereby they will create, test, and integrate provisional interpretations of themselves dependent upon their specific aspirations. This identity construction process is fundamental to student motivation, taking decisions and making sense of learning. Based on this line of thinking we have been able to examine the continual interaction between entrepreneurial education indicators, such as knowledge and skill development, with the identity shifts that students can potentially experience.
Yet limited attention is devoted toward changes in how students self-categorize themselves in terms of their individual and social identities. A focus on the latter seems particularly valuable when taken into consideration with the effectuation theory of entrepreneurship. One of the initial questions before starting an entrepreneurial journey from an effectual perspective is how one defines themselves and therefore not only can an entrepreneurial identity be a helpful predictor of entrepreneurial behavior and other impact indicators but so too act as a beneficial tracking device for student progress in their decision about who they want to become.
Furthermore, the building of an identity is an important part of allowing students to be more entrepreneurial. Students will often undergo a process of identity construction that takes place over and throughout time whereby they will create, test, and integrate provisional interpretations of themselves dependent upon their specific aspirations. This identity construction process is fundamental to student motivation, taking decisions and making sense of learning. Based on this line of thinking we have been able to examine the continual interaction between entrepreneurial education indicators, such as knowledge and skill development, with the identity shifts that students can potentially experience.
